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Education and Human Development Master's
Theses

Education and Human Development

7-2007

The Impact of Assertive Classroom Discipline on

Social Skills
Kimkena Obey-Jordan

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The Impact of Assertive Classroo m Discipline on Social Skills

by

Kimkena Obey-Jordan
July2007

A thesis submitted to the partment of Education and Human Development of the State
University of New York College at Brockport in partial fulfillment of the requirements
for the degree of Master of Science in Education

The Impact of Assertive Classroom Discipline on Social

by
Kimkena Obey-Jordan

APPROVED BY:

Skills

Dedication
This thesis is dedicated to my family and Dr. Balzano who have helped and
supported me throughout this year.

Thank you

for all that you have done.

Abstract
This study investigated the impact of Assertive Classroom Discipline on student
social skills. The researcher focused on a general education fourth grade classroom that
consisted of 16 students in an urban school district. Student self-perceptions and records
of student behavior served as the primary data of the research study. The data was
collected using a pre and post survey, cumulative student records and teacher
observation. Findings indicated that the research showed validity when student
perceptions from pre and post surveys were compared with records of student behavior.
Findings indicated that 69%of the class improved their social behavior, 19%of students
remained to have good social skills during previous and current year and 12%of
students did not display any growth in social behavior.
There were three instruments used for data collection: a pre/post-survey
questionnaire, records of student behavior and teacher observation. Findings indicated
that 69%of the

class improved their social behavior, 19%of students remained to have

good social skills during previous and current year and 12%of students did not display
any growth in social behavior. Results indicated that 88%of the students were attentive,
75%of the students ignored name calling, 69%of the students showed courtesy, 88%
reacted with a

non-violent behavior, 75%of the students showed active listening, 18%

did not participate in gossip, 88 % did not exaggerate accidental encounters and 75%of
the students were helpful to their peers.

ii

Table of Contents

Dedication
. . . . . . . . . . . . .. . . . . i
Abstract
ii
List of Tables
v
List of Figures
vi
List of<ltlqllls........................................................................................vii
........................................................................._. .

.......................................................................................... ......

...... ..................................... ..............................................

........................................................................................

Chapter I: Introduction .............................................................................. 1

Background
1
Research Question
2
Ftatiortale
....2
Definition of Tenns
.
3
Study Approach
.
. 4
Chapter2: ReviewofLiterature ...................................................................5
IntrcHi1lction
5
Monitoring and Rewarding Good Behaviors
.
.
. .
5
Assertive Discipline is a Behavioral Approach..........................................6
Task of Assertive Discipline in the Classroom...................................- 8
Application of the Assertive Discipline Approach......................................8
Key Concepts abo11t Assertive Discipline
9
Implementation of the Assertive Discipline ModeL
10
Increasing and AscendingLevels of Consequences for Each Behavior
l>Iem................................................................................. -... 14
Concl11Sion
...15
Chapter 3: Methodology ........................................................................... 17
......................................... ......................................

..................... ............................................... - ...

... ........................................................................... -

.......................................................

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....... . ..... ....

............................................

....

.................................................................................

.....

......................

.......

.. . . ...

.............................................

.................................

..............................................................................-

se...................................................................................... l7
Statement of Qttestion.
..
.
I7
I7
S11bjects
l8
Research.i
Pre/Post SllrVey.............................................................................20
Cumulative Students Records
...... ..... ..... ... 2 I
Teacher Observation ......................................................................22
23
Data Artalysis
Chapter 4: Results ..................................................................................24
.......

. . . . . . ........... ...............................

.... ... ...

...................................... .............................. . . . ...............

.........................................................................

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

....
..........................................................................

Introd11ction .............. ..................................................................24

Student Perception SllfVey
24
Cumulative Student Records
26
Teacher Observation
27
SlUllDn-29
Chapter 5: Concl11Sion .............................................................................30
Limitatie>ns
.
32
Recommendations and Fmther Research...............................................32
References:
33
...............................................................

............................................................

......................................................................

....................... . ...... . ....... ..............................

......... ....

....................................... . ..................................... ....... ...

iii

l\J>[M!ndis

35

........................ ................................................................

l\ppelldix l\: Pre-Student Survey QuestioJlllaire - Social Skills

l\ppendix B: Post-Student Survey Questionnaire- Social Skills
l\ppendix C: Classroom Discipline Contract
. J\ppendiX D: Teacher Observation Questions
l\ppendix E: 1bink Tank Form
l\ppendix F: Referral Form
l\ppendix G: Suspension Form
Appendix H: Principal ConsentLetter
Appendix 1: Student Consent Letter
l\ppendix J: Parent Consent Letter

.36

................ ...

...

37
38
39

.............

...................................... ...

..........................................

.....................................................

40

...

41

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42

................................................... ....

...............................................

.43

.........................................

IV

44

.45

................................................ ...

List of Tables
Table l: Pre/Post Survey Questionnaire

21

....... ..... . . . .......................... . . . . ....... . . .. ....

Table 2: Cumulative Student Records

.............. ......................................... ....

Table 3: Teacher Observation

.................................................................

Table 4: Pre/Post Survey Questionnaire

.23

.......................................................

Table 5: Cumulative Student Records

Table 6: Teacher Observation........

.22

.25
26

................................................. ....

28

.................................................. ..........

List of Figures
Figure

1:

Consequence vs. PwUsbments

.................................

13

Figure 2: Common School-wide Policy Chart Depicting Levels of Couences for

Misbehavior
-
13
..............................

...........................................

Figure 3: Scenarios for Consequences for Students Offensive Behavior

................

Vl

l5

List of Graphs

Graph 1:
Graph 2:
Graph 3:

Pre/Post Survey Questionnaire Results

Cumulative Students Records
Teacher Observation

25

....... . . . . ... . . . . . . ... . .......... . .... ........

26
28

........................................................

.................................................................

vii

Chapter I
INTRODUCTION
Background
Assertive Discipline is a philosophy of classroom management that sets specific
strategies to help teachers deal constructively with student misbehavior while maintaining
a positive and productive learning environment (Canter, 2001). As teachers, we want our
students to become responsible and self-disciplined in the development of appropriate
behaviors. The Canter's classroom discipline plan encourages responsible behavior and
raises self-esteem (Canter & Canter, 2001). In Assertive Discipline the teacher devises a
system that includes rewards, reinforcers and consequences. Canter states that the key to
Assertive Discipline is generous praise, clear expectations, and consistent follow-through.
We want to continuously praise and reinforce the positive behaviors of our students. The
success of this method helps each student deal with social skills and interactions that are
satisfying and meaningful. According to Canter (1978), teachers who are trained in
Assertive Classroom Discipline will see an 80 percent reduction in classroom disruption,
will send fewer students to the principal's office, and will have a calm, positive
classroom climate that will be conducive to teaching and learning. Also, the teacher will
have more success in dealing with parents of students who struggle with social skills
(Hill, 1 990).
The Canter approach seems ideal and many schools in North America have
adopted Assertive Discipline (Curwin & Mendler, 1 999). However, the Canter model
has

been criticized for being rigid and reactive instead of proactive (Curwin & Mendler,

1 999). Critics hold that Assertive Discipline is an authoritarian discipline system that

forces students into acceptance of the rules of the teacher with parents further being
forced into compliance. The researcher has found that at times circumstances require
teachers and administrators to give parents and students a push into compliance for the
child to attain the goal of self-discipline. As a teacher who has a special interest in
classroom management, it is imperative to determine the impact that Assertive Discipline
has on student behaviors in the classroom.
Research Question
The research question is: How does Assertive Classroom Discipline Impact Social
Skills?
Rationale
The purpose and importance for conducting this research is to present evidence of
how Assertive Discipline impacts social skills in the classroom envirorunent. The
researcher will identify behavior problems and allow lesson plans to reflect the Assertive
Discipline technique to be used in the remediation process. The education system is
based on students achieving good social and self-discipline skills. For a teacher,
discipline, social relationships and adaptive skills are major aspects of the classroom. The
researcher's classroom consists of students from low-income areas. Most of these
students need a structured social environment, and the researcher is hopeful that the
Assertive Discipline Program will provide that structure. Teaching good.social skills can
sometimes be a challenge.
During four years of teaching, the researcher has experienced many students who
desperately need good social skills. These students have a tendency to imitate negative
behaviors that promote an inappropriate image and set limitations on their social

potentiaL To meet the challenge and create a more positive atmosphere, the Assertive
Discipline program was chosen. A positive management program will increase positive
social skills. Students willie how to communicate with each other and improve their
social and behavioral skills. Proper communication skills based on etiquette and respect
for self and others will show students the benefits of having good social skills.
Before implementing the Assertive Discipline method, the researcher's interest

was to learn more about how it impacts social skills. The researcher wanted to become
empowered to assist students who are in dir need of structure and positive
reinforcement. The researcher's goals are to build confidence by demonstrating to
students the benefits of having good social skills. The researcher will use techniques of
modeling, role-playing, group projects and oral discussions from the survey
questionnaire. The researcher hopes to lay the foundation for life-long changes within the
students, building their confidence and helping them to recognize the benefits of having
good social skills.
Definition of Term
Assertive Classroom Discipline - structured, systematic approach designed to
assist educators in running an organized, teacher in charge classroom environment.
There are a few clearly stated classroom rules that give finn, clear, concise directions to
students who are in need of outside control. Assertive teachers build positive, trusting
relationships with their students and teach appropriate classroom behavior (via direct
instruction: describing, modeling, practicing, reviewing, encouraging and rewarding) to
those who do not show it at present.

Think Tank- a room that students are sent to when they are misbehaving in class.

Study Approach
The review of literature will focus on Assertive Discipline and other similar
discipline models. The study will be conducted using a pre/post survey questionnaire
(see Appendix A and B) of several scenarios that deal with social skills that require
student response. The pre/post survey questionnaire will be compared to previous and
current records of student behavior. Also, teacher observation will be included to gather
evidence of student social skills development. The survey will be used to determine
whether the Assertive Discipline model utilized by the researcher has a positive impact
on students' current social skills.

Chapter II
REVIEW ofLITERATURE
Introduction
This review of literature on Assertive Classroom Discipline is a key component to
successfully educating students. As students come :from diverse family situations, this
can bring challenges regarding what is socially appropriate in the classroom. Therefore,
this review of literature on Assertive Discipline will investigate how this method can be
implemented in the classroom to promote positive behavior.
Monitoring and Rewarding Good Behaviors
Canter and Canter (2001) emphasize providing appropriate feedback and
reinforcement for good behavior. It is the belief of the Canters' that teachers have the
right to make the determination of what is best for the students in terms of behavior and
expect compliance :from the students. Assertive teachers are those who react confidently
and quickly in situations that require behavior management. These teachers have a few
clearly stated classroom rules and give firm, clear, concise directions to students who are
in need (Carey, 2007). We need to develop a rapport with our students in order to gain
their confidence and trust. "A good teacher should be able to handle all social skills on
her own and within the confines the classroom" (Canter, 1979, p. 6).
The Assertive Discipline approach evolves :from behavior modification theory.
When you help a student reason his/her way towards better behavior now, you are giving
the student a valuable tool for a similar situation in the future (Carlson, 2003). Assertive
Discipline is a behavioral approach to classroom discipline that is characterized by the
finn and direct interaction between the teacher and student In this approach, the teachers

manipulate reinforcers,.punishers, and consequences as tools to allow students to use

their own problem solving skills (Jones & Jones,

1995; Carey, 2007).

Assertive Discipline is a Behavioral Approach

In behavior management, Assertive Discipline includes various positive

reinforcers such as praise, stickers, and free time in promoting compliance and on-task
behavior from students (Donnellan, La Vigna, Negri-Shoultz, & Fassbender,
Carey,

1988;

2007). Furthermore, the teachers in the Assertive Discipline classroom use some

form of penalty, such as reprimands, demerit points, or time out to reduce undesirable
behavior

(Martin & Pear, 1992; Carey, 2007). The approach was developed by Canter

and Canter

(1976) with a program in which the teacher assumes the responsibility for

management of students' behavior. However, research of the effectiveness of this

approach has provided inconclusive findings and has bee n called unsophisticated
(Behnshoff, Poidevant,

& Cashwell, 1994; Carey, 2007).

There are positive and negative

aspects of Assertive Discipline. The positive aspects include: the positives and negatives
of discipline, systematic operation, clear and concise expectations and positive self
esteem. This approach encourages teachers to set out consequences that are directly
affected by the action. Those who are opp<>sed to Assertive Discipline point out that
concentrating on consequences other than education does not always promote
compassion, and tends to be more reactive than proactive.
According to Canter

(1989) teachers have often found themselves using a

smorgasbord approach to managing the behavior of their students- a little bit of Glasser,
Gordon, and Canter. Gordon's Teacher Effectiveness Training (TEn (as cited in Canter,

1989) was to resolve problems by using strategies that are neither authoritarian nor

submissive. Glasser's Reality Therapy (as cited in Canter, 1989) was based on the
asswnption that behavior was the result of choices, and that inappropriate and disruptive
behavior was derived from poor choices made by students. Canter's Assertive
Discipline, stated that it's the right of the teacher to define.and enforce standards for
student behavior that permitted instruction to be carried out (Emmer, 1986). The lack of
ability to manage student behaviors was one of the key reasons why both beginning
teachers and veteran teachers were dropping out of education (Canter, 1989).
Research studies by Wang, Haertel and Walberg (as cited in Morris, 1986) over
the past 50 years have revealed that classroom management had a direct affect on student
learning. One of the factors, as cited by Kohn (1996), was that teacher remedies for
discipline problems could be grouped into large categories: reactive discipline, and
proactive discipline. Reactive discipline was the process whereby a teacher reacted when
a discipline problem occurred by deciding what to do on the spot and how to handle the
discipline problem. 1bis process was used by teachers in the public school system. The
problem with this approach was that teacher had no plans on how to handle problems and
eventually created inconsistencies that eventually would undermine their authority
(Kohn,-1996). Proactive discipline was a systematic approach that was predicated on the
necessity for forethought, anticipation, preparation, and consistency with regard to the
behaviors of the teacher and the consequences of the students' misbehavior (Kohn, 1996).

Tasks of Assertive Discipline in the Classroom

Weinstein, Curran, and Tomilson-Clark (2003) utilize six tasks that result in
classroom management that is more related to cultural styles of management. The tasks
are:

(1)
(2)
(3)
(4}
(5)
(6)

Creating a physical setting that supports social and academic goals,

Establishing behavior expectations,
Communicating in culturally consistent ways with students,
Developing a classroom environment that is caring,
Working with families to insure a community within the classroom, and
Using appropriate interventions to assist students with behavior difficulties
(Weinstein, Curran, & Tomilson-Clark, 2003; Collier, 2006, p. 12).

These six steps are especially vital when dealing with multi-ethnicities. Teachers
must be willing to learn about cultures other than their own in order to create an
environment that includes these six steps. Some teachers tend to make negative
assumptions when dealing with ethnicities outside of their own. The researcher will
make a concerted effort to learn as much as possible about the diverse cultures of the
students.
Application of the Assertive Discipline Approach
Assertive Discipline is easy to apply in any classroom environment. It is a system
that adapts well for quick alternatives to discipline. It can be applied successfully by
nsing the following steps:
First, successful use of Assertive Discipline in the classroom includes never

tolerating an excuse for bad behavior, except perhaps in the case of a biologically based
misbehavior. Second, the teacher must make decisions as to which rules will be
established in the classroom. The teacher should select five ar six rules and make them
very clear to students. Third, the teacher must decide the negative consequences the

student will receive for breaking rules. Fo the teacher must detennine positive
consequences for appropriate behavior of students. Fifth, the teacher should have a
meeting to inform the students of the discipline program and state why the rules are
necessary. The rules should be listed along with the negative and positive consequences.
The teacher must become skillful at using the Assertive Discipline techniques, such as
dialogue or direct discourse with the student concerning their behavior, as well as,
developing the ability to recognize and provide response to behavior that demands
immediate attention. The teacher should also become skillful at using the "positive
repetitions technique" which is a way of repeating rules, so that students understand what
they need to do. "Proximity control" is also a necessary skill (Canter & Canter, 2001).
This technique is initiated when the teacher makes a move toward the student that is
misbehaving. An example of this is inviting the student to conference with the teacher
(Canter & Canter,

2001).

Finally, the teacher should always recognize and reward the

students' positive classroom behavior.

Key Concepts about Assertive Discipline
The key concepts behind the Assertive Discipline approach are:
The teacher must insist and expect responsible behavior from
students;
Key Two: The teacher must maintain adequate classroom discipline;
Key Three: Students and teachers need to exhibit respect, it must be
reciprocated equally. (Canter & Canter, 2007 p. 2)

Key One:

Often teachers ask why their classroom management system is not working. The
biggest issue with behavior is respect, if respect is not equally distributed between student
and teacher, desired behavior would be a chore.

The Assertive Discipline model is inclusive of the concept of corrective discipline

through a positive behavioral management in a democratic and cooperative environment
(Canter & Canter, 2001). Positive consequences were found by the Canters to be more of
a factor in determining how the student would prefer to exhibit good behavior in order to
receive the rewards promised by the teacher. This would lower the fear of negative
consequences that were set out for exhibiting bad behavior. Review of the literature has
also revealed that it is critical that the teacher develop positive relationships with
students.
Implementation of the Assertive Discipline Model
Assertive Discipline is not difficult to implement and is effective on a general
basis. It provides students who are misbehaving with the right type of attention for
exhibiting good behavior. When parents are involved with cooperation and discipline
techniques, unproductive behaviors have been shown to lessen.
Benefits of the Assertive Discipline style are:

It allows an open line of communication,

It enables the teacher to use class time more effectively,

It improves behavior at home and school,

It serves to prevent discipline problems from occurring when students have a concrete
understanding of consequences for breaking classroom rules,

It builds character and integrity in students, and

It helps students be better prepared for the future (Canter & Canter, 2001).

10

Within the Rochester City School Distric4 the responsibilities of the classroom
teacher are to:

I) Maintain a climate of mutual respect and dignity, which will strengthen students'
self-concept and promote confidence to learo.

2)

Conduct themselves as positive role models for students.

3) Demonstrate interest in teaching and concern for student achievement.

4) Be prepared

5)

to teac or to assist a teacher.

Enforce rules in a fair and consistent manner. (Rochester City School District Code of
Conduct, 2005/2006, p.

9).

The responsibilities of students in the classroom

1)

are

to:

Take part in all district activities on an equal basis regardless of

race,

color, creed,

national origin, religion, sex gender identity and expression, sexual orientation or
disability.

2)

Present their version of the relevant events to school personnel authorized to impose
a disciplinary penalty in connection with the position of the penalty.

3) Access school rules and, when necessary, receive and explanation of those rules from
school personnel.
4) Exert all reasonable efforts to provide a safe, orderly and generally courteous school
environment. (Rochester City School District Code of Conduct, 2005/2006, p.
The responsibilities that are listed affect the needs of each student. These
responsibilities and needs of students can be most effectively met through use of
Assertive Discipline in which the teacher clearly communicates the expectations to

11

8).

the students and consistently follows-up with appropriate actions, but never violates the
rights or best interests of the students (Canter, 2007, p. 3).
The work ofUsha McNab entitled, The Individual and the Whole Class, states
that the teacher needs to work on creating a positive classroom environment that
promotes positive behavior that empowers and builds self-esteem. Problems should be
seen as interesting puzzles to be solved. Planned "ignoring" of some provocative
behavior, linked with positive attention is useful (McNab, 2007). In fact, this part of
Assertive Discipline is where the clear rules, rewards, and consequences are known to all.
This enables the teacher to manage behavior in the classroom without lowering the
children's self-esteem or making it personal (McNab, 2007). Children recently confirmed
the benefits of this approach when they described how this approach had improved
school discipline (McNab, 2007).
In the work entitled Developing Logical Consequences (Shindler, 2007), the

author mentions that an essential part of a well functioning system of social skills is the
set of logical and related consequences for student behavior. Consequences act to create
boundaries and clarity of expectations (Shindler, 2007). In his work, Shindler compares
consequences with punishment and states that: "In a punishment condition, the pain and
discomfort inflicted on the punished is always calculated by an external agent, the
punisher" (Shindler, 2007, p. 2). With consequences, the cost or benefit is determined by
natural laws, where as with punishment, the price is determined artificially.

Consequences are understood to redirect behavior. Punishments are typically reactive

(Shindler, 2007). Figure 1 compares consequences and punishments.

12

Figure!
Consequences vs. Punishments

Punishments

Consequences

Intend to give discomfort

Intend to teach lessons

Foster external locus of control

Foster internal locus of control

Are proactive

Are reactive
Are unrelated and personal
Work in the short term

Are logical and related

Work in the long-term.

Can promote obedience (but more likely

Promote responsibility

will turn.into resentment)

Source: (Shindler, 2007, p. 3)

The following is an example of a common school.. wide policy chart listing the
levels of consequences for each incident of misbehavior. In Assertive Discipline there is
often a fine line between consequences and punishments. Students will often look at a
consequence as punishment. As teachers, we must be willing to use appropriate
consequences that clearly distinguish the difference.
Figure

Common School-wide Policy Chart Depicting Levels of Consequences for Misbehavior.

;

Misbehavior
I51 offense

Consequences
Warning

4
2 offense

Time out or no recess

3ra offense

Detention and/or contacting parents

Source: (Shindler, 2007, p.

Effective consequences are proactively built into the social contract as common
school policies before they are implemented (Shindler, 2007). The reason for
consequences already being implemented in the social contract is to insure that the
t onary. If a consequence is reactionary it can become a
consequence will not be reaci
punishment.

13

5)

Increasing and Ascending Levels of Consequences for Each Behavior Problem

Shindler additionally states that it only makes good sense ''to have an increasingly
more powerful series of consequences for a particular behavioral problem. If the
behavioral problem is minor and it is infrequent, a small consequence may be all that is
necessary" (Shindler,

2007, p. 7). If it is a prevalent or a persistent problem for a student,

more significant consequences may be necessary to help enforce the need for more
responsible and pronounced choices (Shindler,

2007). The following is a list of ascending

consequences:
1st

Offense

The student turns to a classmate to talk while the teacher is talking.

Consequence- The teacher stops talking and says, "I need attention
from everyone." This consequence is simple, and effective. It
does not take a lot of time or energy to get the message across.

2nd Offense

The teacher notices that students

are

talking when they are supposed

to be directing their attention to the student who is speaking.

Consequence- The teacher allows the disruptive students to plan a
strategy to make sure they are able to pay attention when attention
is required.
3nl Offense

The second offense is repeated.

Consequence- The student is asked by the teacher to move to another

Designated seat.

4tb Offense

The second offense is repeated again in the new location.

Consequence- Conference with the teacher after school resulting in a

written contract (Shindler,

2007, p. 7).

The following table lists the possible consequences for the student's offensive behaviors.

14

Figure 3
Scenarios for Consequences for Student's Offensive Behavior

Related Consequences
Practicing lining up
Have students put pencils down while
listening
Cooperative Learning
1st intervention make sure students
understand the task that needs to be
completed.
2nd intervention show students how
to complete assignment individually.
3rd intervention- students have to
complete assignment individually.
Receive partial credit
Lose privilege to speak,
Problem-solve solutions to rectify
situations, and
Lose privileges to take part in an activity.
Source: (Shindler, 2007, p. 2)

Behavioral Problem
Problem lining up
Tapping pencils on the desks

Group can not refrain from conflict that

leads to poor perfolliUUlce.

Turning in a late assignment

Frequent talking out of turn

Shindler clearly states appropriate consequences as a guideline for teachers. These

guidelines assist in the implementation of Assertive Discipline managed classrooms.
The primary focus of Assertive Discipline is establishing a positive relationship
with students. When students know that you value their ideas, respect, and care for them
as well as their cultures, there is higher probability of good behavior.
Conclusion
The literature provided evidence that classroom management is an important
aspect in controlling student behavior. If students are familiar with the expectations of
the teacher, the consequences of misbehaving and there is consistency in the enforcement
of the rules, then discipline problems should decline. Social relationships are apart of
everyday life that must be nurtured in order to grow. Teachers are responsible for
educating the whole child, which includes helping students develop positive relationships

15

with peers and adults. Teachers can promote positive relationships within the classroom
by demonstrating care and concern for the students. Students can learn how to establish
life-long positive relationships with parents, teachers, and peers through appropriate
modeling and instruction. Assertive Discipline has been shown to be an effective
technique for improving urban children's social skills, leading to a more productive and
positive classroom environment.

16

Chapter III
METHODOLOGY
Purpose

The researcher is planning to study how Assertive Classroom Discipline impacts

social skills in the classroom environment. The research is being conducted to determine
if students' social skills can be improved using Assertive Discipline. In reviewing the
literature the researcher found that Assertive Discipline was effective in improving urban
childrens' social skills. Students from the urban setting struggle with practicing social
skills and demonstrating self-discipline. The researcher's goal is to determine if Assertive
Discipline can help students develop the necessary social skills and self-discipline to be
successful, as well as provide classroom teachers with a valuable tool to assist them in
managing their classrooms.
Statement of Question
How does Assertive Classroom Discipline impact social skills?
Subjects
The researcher is a fourth grade teacher in an urban school district in western New
York. The school consists of

78% African Americans, 18% Hispanics, 3% Caucasian

'
/

and

I% Asians that are predominately from low-income families.

The classroom in which the research was conducted was a general education,

fourth grade class. There were sixteen students participating, eight were males and eight
were females. Of the sixten students
the

19% of the students were Hispanic and 81% of

16 students were African American.

17

Research Design
The following steps were used in the research design. The researcher completed
the research training course required by SUNY College at Brockport and provided a
proposal to the Internal Review Board (IRB) for Research with human subjects. A thesis
proposal

was

submitted to the Department of Education and Human Development at

SUNY College at Brockport. An introduction and a literature review was submitted

which included background information relative to the impact of assertive discipline on
social skills in the classroom. Consent forms were approved from the school
administrator, parents, and stQdents (See Appendices

H, I and J). All students returned

approved consent forms from parents. Therefore, data was collected on all sixteen
students.
Following the consent from the administrator, parents, students, and approval
(See Appendix H, I and J) from IRB, the data on behavior was collected over a period of
two weeks. Data was collected from three sources: pre/post-survey anonymous
questionnaire, behavioral records from student cumulative files and teacher observation
questionnaire. Behavioral records included referrals, suspension notices and the use of

Think Tank (See Appendix E, F and G). The referrals are written reports that were filled
out by teachers to have the student removed from the classroom and sent to an
'c

administrator. Suspension forms were used to send children home for one to five days as
a last resort of correcting behavioral social skills. The Think Tank is a place where
teachers send their children to think about their behavior and may hold students back
from such things as field trips; it is very similar to a time out room. When a teacher

18

sends a child to the Think Tank, a behavioral form (see Appendix F) must be filled out to

explain the incident that occurred.

The pre/post survey questionnaire was given to students asking them to record
their behavior from the previou8 year. This was anonymous. The post-survey
questionnaire was given two weeks later for students to answer the same questions based
on their perception of behavior in the current year. The survey was used to compare
student social skills from previous year to current year. Students' perception from
previous and current year was compared to student cumulative behavior records to
determine if there was a change in social skills.
The researcher incorporated Assertive Classroom Discipline in her classroom by
st&ting and teaching the expectations from the beginning of the chool year. The
researcher consistently modeled the behavior that is desired from the students. A few
clear written rules are drawn up in the form of a contract and also posted around the
room. The parents and students have to sign the contract, making all parties involved
accountable. Once rules have been set, the teacher can make non-verbal gestures that
support verbal statements. For example: a student is talking and the teacher is on the
phone talking to a parent, but can not hear due to the level of the student's voice, the
teacher gives the student a firm look, and he/she immediately stops talking.
The pre-questionnaire survey (See Appendix A) was administered to students the
first

week of April. This data asked for students' perception of their behavior prior to

entering the researcher's classroom. The pre-questionnaire survey consisted of eight

scenarios that required students to describe how they would react in a given situation.

19

After two weeks had past, the post-survey questionnaire was administered. In the
post-survey (See Appendix B), each question indicated the time being in the current
year and consisted of the same questions as in pre-survey.
Pre/Post Survey
The pre/post survey consisted of eight questions that were based on previous
school year for pre-survey questions and post-survey for current school year. Pre/post
surveys were used to obtain students' .perception of behavior based on preyious school
and current school year. Student Responses were analyzed and compiled using a data
table (See Table I).
Table I shows the fOimat for the data that was collected from pre/post survey.
Question numbers were listed from I to 8 in the left column (See Appendix A and B); the
middle column was based on the pre-survey questions (See Appendix A) that consisted of
responses from students based on the previous school year. The responses were
septed into two sub columns, one column for positive responses and the second
column for negative responses. The last column was based on post-survey questions (See
Appendix B) that were based on students' behavior for the current school year. Students'
responses were separated into two sub-columns, one being positive and the other being
negative. Results will be recorded using percentage and placed in positive and negative
sub columns for pre/post survey questions according to students' response (See Table I).

20

Table 1
Pre/Post SurveyQuestionnaire
Question
Number

Pre-Survey
Positive (+)
Negative (-)

Post-Survey
Positive (+) Negative ()
-

1
2
3
4
5
6
7
8
Note: Questions for Pre/Post Survey(See Appendix A and B)

Cumulative Student Records

Cumulative student records were used to compare behavior from previous school
year to current school year. Student behavior records consisted of referrals (See
Appendix F) for students that were removed from the classroom and sent to the
principal's office, Think Tank forms (See Appendix E) for students that were sent to a
room for misconduct and suspensions (See Appendix G) for students that had exhausted
all choices and had been removed from the school for one to five days.
Table 2 shows the format for collecting cumulative student records from previous
school year and current school year. Cumulative student records were recorded based on
the amount of referrals, the use of the Think Tank and the number of times students were

21

suspended. Percentages were based on all 16 students. Data was analyzed and recorded
using percentages.
Table 2
Cumulative Student Records
Cumulative Behavioral Record

Referrals

Think Tank

Suspe_nsions

Previous Year
2005 - 2006
Current Year
2006-2007

Teacher Observation

The researcher obserVed students interaction to further support student

perceptions and behavioral records. The researcher's observations was based on student
reaction when encountering active listening, ignoring negativism, being respectful to
peers and teacher, violence and being helpful. Data was compiled and recorded (See
Table 3).
Table 3 shows the format for the data collected from teacher observations. The
observations were categorized into 8 questions that were based on student interaction in
the classroom. Questions 1 to 8 were put into the first column. The other three columns
were divided by often, sometimes and minimal. Often was based on how often they used
that social skill based on all 8 questions. Sometimes was based on how much they used

all social skills. Minimal column was based on the smallest amount of time spent on a
particular social skill.

22

Table 3
Teacher Observation
Observation Questions
Were students attentive
when the teacher was
conducting a lesson?
Did students ignore namecalling?
Were students quiet when
the teacher was on the
telephone?
Did students react violently
when hit by another
student?
Were students actively
listening when a classmate
- .
was
?
Did students participate
when their peers began to
talk negatively about
another student?
Did students exaggerate
when another student
accidentally hit him/her?
Were students helpful when
a classmate didn't
understand a lesson?

Often

Sometimes

Minimal

Data Analysis
The data in these three tables will be compared. Students' perception will be
compared to cumulative student records from previous and current school year. Teacher
observation will be compared to both student perception and cumulative student records
to further support this study.

23

Chapter IV
RESULTS
Introduction
The purpose of this research was to investigate the impact of Assertive Discipline
on students' social skills in the classroom. Students' perception of their social behavior
prior to entering the researcher's classroom and after approximately eight months in the
researcher's classroom was examined. In addition data on student behavior was collected
from student cumulative records and researcher observation.
Student Perception Survey
There was a pre-survey for the prior school year and a post-survey for current
school year consisting of eight questions each. Pre/post surveys were based on students'
perception oftheir social behavior for the previous and current school year. Based on the
percentages of students responding positively and negatively for the pre/post survey there
was

a change in student behavior. For questions 1 and 4 there was not a large difference

in positive or negative responses when compared to previous and current school year.
The researcher thought that it was interesting because question 1 dealt with being positive
and polite, while question 4 dealt with being violent. Pre/post survey question 1 had a
difference of 6 % the positive area, while question 4 had a 6 % difference in the
negative area. Question 2 for the pre and post survey questions had a reversal: pre-survey
had 37 % positive and 63 % negative, while the post-survey had 63 % positive and 37 %
negative. Question 5 for the pre-survey was split down the middle 50 % for positive and
50 % for negative, while the post-survey had a 100 % positive. Questions 3, 6, 7, and 8
were positive for the post survey. Results are summarized in Table 4.

24

Table 4
Pre/Post Survey Questionnaire
Question
Nwnber

Pre-Survey
Negative (-)
Positive (+)

94 %

6%

37 %

Post-Survey
Positive (+) Negative (-)

1 00 %

0%

63 %

63 %

37 %

25 %

75 %

1 00 %

0%

19 %

81 %

25 %

75 %

50 %

50 %

1 00 %

0%

37 %

63 %

75 %

25 %

6%

94 %

62 %

38 %

12 %

88 %

94 %

6%

Note: Questions for Pre/Post Survey (See Appendix A and B)

Graph 1
Pre/Post Surv e y Questionnaire Re su lts
1 20%

,.---

1 00%

0 Pre-Survey Questionnaire

80%
60%

,_.

40%

--=

20%

t::--

0%
1

1 ---,
3

r-j

_,

r-- r-f-::

r--

14

Questions

25

rt

:--

--1

r
7

,
8

Positive

Pre-Survey Questionnaire
Negative

0 Post-Survey Questionnaire
Pos itive

0 Post-Survey Question naire

Negative

Cumulative Student Records

The cumulative student records were used as a basis to compare students'
perception of behavior and past behavior. Cumulative student records were based on
how many referrals, Think Tank forms, and suspensions were issued during the previous
school year. Results were compared with current year. Students went from 1 9 %
suspensions from the previous year to no suspensions for the current year. For referrals,
student records went from 3 1 % for the previous year to 6 % for the current year.
Students that displayed negative behavior from previous and current years were indicated
by referrals, suspension notices and Think Tank forms. Forty-four percent of the 1 6
students did not have referrals, suspension notices or were sent to the Think Tank.
Percentages have been calculated based on students' permanent files from previous year
to current year. Results have been summarized in Table 5.
Table 5
Cumulative Student Records
Cumulative Behavioral Record

Referrals

Think Tank

Suspensions

Previous Year
2005 - 2006

31 %

6%

19 %

Current Year
2006-2007

6%

0%

0%

Graph 2
Cumulative Behavioral Records

35%
30%
25%
20%
15%
10%
5%
0%

I
I
1
I
-

[J

I
..J...0q;1..

0""
0
<..
q

.fSc<o

C5/
'V

1..
(\
..J...0q;

0
&f'V
.fS
c.i>

26

I C Referrals

Think Tank

[] Suspensions

Teacher Observation
Observations were conducted for a two-week period. Data from anecdotal notes
were categorized into eight questions (See Appendix D) that were based on similar social
skills as the pre/post survey questions. The data recorded focused on the social skills used
in the classroom. The social skills that were observed included attentiveness, when to
ignore, active listening, the e of violent behavior, gossip, exaggerated behavior and
being contributive. Questions 1 and
results were

5 were both simibar, requiring students be attentive,

88 % and 75 % in the often area. Students were often respectful in this area.

For questions 4 and

7, in order for the answer to have a positive outcome the minimal

column percent had to be

55 % or higher. Questions 4 and 7 both dealt with a form of

assault whether it was innocent are intentional. In the minimal column, questions 4 and

had 88 %, therefore both questions had positive outcomes. Question 6 had 44 % in the
sometimes column which concluded that students continue to have negative social skills
when dealing with gossip. Questions 2, 3 and
percentages in the often column. Question 2

8 all had positive outcomes based on their

had 75 %, question 3 had 69 % and question

8 had 75 %. Results are summarized in Table 6.

27

Table 6
Teacher Observation
Observation Questions
Were students attentive
when the teacher was
conducting a lesson?
Did students ignore namecalling?
Were students quiet when
the teacher was on the
telephone?
Did students react violently
when hit by another
student?
Were students actively
listening when a classmate
was Sl'lf".alcinu?
Did students participate
when their peers began to
talk negatively about
another student?
Did students exaggerate
when another student
accidentally hit him/her?
Were students helpful when
a classmate didn't
understand the lesson?

Often
88 %

Sometimes
6%

Minimal
6%

75 %

13 %

12 %

69 %

13 %

18 %

6%

6%

88 %

75 %

19 %

6%

38 %

44 %

18 %

6%

6%

88 %

75 %

13 %

12 %

Graph 3
Teacher Observation

Often

sometimes
[] Minimal

Questions

28

Summary
Overall there was a change in positive attitudes towards social skills.
Assertive Classroom Discipline has been successful in schools all around the country
(Curwin & Mendler, 1999). Helping students improve S<>Cial skills also improves
behavior and academic skills. In our society, there are many obstacles that our children
face daily. Many of these obstacles can be avoided when we teach our youth to develop
the proper social skills. The researcher believes that she could make a difference in the
lives of children by using Assertive Discipline to help them grow socially and
academically. The researcher thinks this style of discipline gives children hope, and
helps them to believe in themselves. The need to address ever increasing discipline
problems in our schools has led educators to desperately seek acceptable classroom
management systems. The Assertive Discipline Program is a method of discipline that
caters to the needs of the whole child, and eliminates much of the frustrations and stress
on educators and parents.

29

Chapter V
CONCLUSION
Overall, the data supported the findings in the review of literature that Assertive
Classroom Discipline has a positive impact on student social skills. The researcher
incorporated Assertive Classroom Discipline in her classroom by stating and teaching the
expectations in the beginning of the year. The researcher modeled the behavior that is
desired from the students. The researcher set few clear written rules that are drawn up in
the form of a contract (See Appendix C) along with being posted around the room. The
parents and students had to sign the contract, causing all parties involved to be
accountable. The researcher modeled the behavior in order that it would be reciprocated
by the students. Once rules were set, the researcher could make non-verbal gestures that
supported verbal statements. An example: a student is talking and the teacher is on the
phone talking to a parent, but can not hear due to the level of the student's voice, the
teacher gives the student a firm look, and he/she immediately stops talking.
In all the surveys presented, an overwhelming majority of the students made a

positive change in their social skills. The student responses demonstrated that most
students had been involved in similar situations. This made it easier for them to pond
with enthusiasm to the questions. The survey questionnaire was used as a tool to
determine the extent in which their negative or positive social skills had changed. There
were 1 2 % of the 1 6 students remain to show poor social skills, 69 % of the 16 students
showed an improvement in social skills and 1 9 % of the 16 students maintained good
social skills from previous/current year.

30

Assertive Discipline is a form of discipline that requires accountability and

consequences.

Some students refuse to be accountable or accept the consequencel) of

their behavior. In the Assertive Discipline Program the teacher, parent and student are
held accountable.
It is also important to look at this style of teaching from the student's point of

view; to weigh the strengths and weakness from their perspective. It is important because
many of our students have never been exposed to social skills teaching. Administrators
need to mandate the teaching of social skills along with academics in lesson plans. Many
problems

that occur in our schools today are caused by this deficiency. Not every teacher

is concerned about assisting with improving children's social skills. In order to make
their jobs less stressful and have successful classroom management, teachers' must
provide students with the necessary social skills to enhance positive behaviors and
improve academics. Some teachers never take time to know their students. If teachers
want students to have good positive social skills and show respect for others they must
establish concerned relationships with their students. Students tend to want to have good
social

skills when they encounter teachers that show genuine concern.

Though th teacher is responsible for executing the Assertive Classroom

Discipline Program, the changes in the behavior of students are prevalent. It is from their
responses that Assertive Classroom Discipline impacts social skills. It is a powerful style
of classroom management that develops positive life-long changes. In comparing the
data from the pre and post survey questionnaire to the cumulative files, there was a

positive change. Assertive Classroom Discipline prepares students to be successful in and

outside of the classroom. It gives them a sense of integrity and concern about doing the

31

right thing. They are proud of their accomplishments- and.want to help their peers to
improve their social skills.
The findings' of this study indicated that there was

an

improvement in student

social skills. The evidence has been indicated using student percentiles in comparison
with student surveys and permanent school records. Results were further validated using
teacher observation questions. When students, parents and teacher sign a contract
students are more willing to follow procedure. There is a collective effort of all parties
involved. The students also knew exactly what was expected of them and what they
could expect from their teacher.
Limitations
Since this study was dealing with students in only one-fourth grade classroom, the
results cannot be generalized to any other population. The results are only a reflection of
this classroom. This style of discipline has been used in the researcher's classroom for
the last four years, and it has been successful. in the use of good social skills.
Recommendations and Further Research

It is in the researcher s opinion that the success of this style of Assertive

Classroom discipline can be a positjve influence on administrators, students, teachers,

and parents when properly administered.

A collective effort by teachers, parents, and

students are required for the program to be successful. Therefore the researcher plans to
continue to implement this style of discipline to maintain a positive learning environment
and enhance the learning potential of each student.

32

REFERENCES

Canter, L (1979). Assertive Discioline a Take-Charge Approach tor Today 's Educator.
California: Canter & Canter Associates.
Canter, L. (1 989). Assertive Discipline - More than names on the board and marbles in
a jar. Phi Delta Kappan, 7 1 (1), 57-61.
Canter, L., & Canter, M. (2001). 3rd ed. Assertive Discipline. California: Canter &
Associates.
Canter, L. (2007). Assertive Discipline. Responsible Behavior Curriculum Guide (p 2).
http://student.plattsburgh.edu/schi 1 979/lee canter.ppt

Carey, T. A. (2007). What is Different About Different Discipline Programs? Difference

in School Discipline and Classroom Management Programs. California:
http://responsiblethinking.com/di:ffrent.htm.

Carlson, R. (2003. Don 't Sweat the Press, The Don 't Sweat Guide tor Teachers. Cutting
Through the Clutter So That Every Day Counts. New York: Hyperion
Collier, D. L. (2006). Sally Can Skip But Jerome Can 't Stomp: Perceptions. Practice,
and School Punishments (p. 12).
http://www.gse.uci.edu/csu-uci-dd/proposals/DLCollier-Proposal.pdf.

Code of Conduct Rochester City School District (2005 -2006) Board Policy 5300.
Curwin, R. & Mendler, A. (1988, 1 999). Discipline with Dignity (Revised edition).
Association tor Supervision and Curriculum Development.
http://students.ed. uiuc.edu/fitzer/EdPsy3 990L/curwinandmendler.thm

Emmer, E (1986). Effects ofTeacher Training in Disciplinary Approaches. Office of

Educational Research and Improvement. U.S. Department of Education, Washington,
DC. 1 -54.
Itill, D. (1990). Order in the Classroom. Teacher Magazine. 10-11.
Kohn, A. (1996). Beyond discipline: from compliance to community. ASCD Publications,
Alexandra, VA.
McNab, U. (2007). The Individual and the Whole Class
http://www.partnership.mmu.ac.uklcme/Student Writings/DMELE/Usha McNab.html

33

Morris, R (1996). Contrasting disciplinary models in education. Thresholds in

Education. 22 (4), 7-13.
Shindler, J. (2007). Developing Logical Consequences (and why to stay alwaysfrom
punishments) Ch. 1 2 - Transfonnative Classroom Management (pp. 2-7).
http://www. calstatela.edu/faculty/jshindl/cm/Chapter12.html

Weinstein, C.S., Tomlinson-Clarke S., & Curran, M. (2004). Toward a Conception of

Culturally Responsive Classroom Management The Journal ofTeacher Education. 55
( 1 ), 25-36.

Additional References
Benshoff, J.M., Poidevant, J.M., & Cashwell, C.S. (1 994). School discipline programs:
Issues and implicationsfor counselors. Elementary School Guidance and Counseling.
28, 1 63-169.

Jones, V.F ., & Jones, L.S. (1 995). Comprehensive classroom management: Creating
positive learning environments for all students (4th ed.). Needham Heights, MA: Allyn &
Bacon.
Martin, G., & Pear, J. (1992). Behavior Modification: What it is and how to do it?
Englewood Cliffs, NJ: Prentice-Hall.

34

Appendices

Appendix A
Pre--Student Survey Questionnaire - Social Skills
1 . Sceflario: Before you were in Mrs. Jordan's class, if your teacher was teaching a
lesson and your classmate started to talk, what would you do?

2. Scenario: Before you were in Mrs. Jordan's class, if a student called you dumb,

what would you do?

3. Scenario: Before you were in Mrs. Jordan's class, if your teacher was talking to

an adult and you wanted to ask a question, what would you do?

4. Scenario: Before you were in Mrs. Jordan's class, if a student hit you, what would
you do?
5. Scenario: Before you were in Mrs. Jordan's class, if a classmate was in author's
chair and your friends started to say bad things about the presentation, what would

you do?
6. Scenario: Before you were in Mrs. Jordan's class, if your best friend were

laughing at another student's clothes, what would you do?

7. Scenario: Before you were in Mrs. Jordan's class, if a student accidentally knocks

you down and doesn't say they are sorry, what would you do?

8. Scenario: Before you were in Mrs. Jordan's class, if a classmate doesn't

understand the work, and you think it is easy, what would you do?

36

Appendix B
Post-Student Survey Questionnaire ....;. Social Skills
1 . Scenario: IfMrs. Jordan is teaching a lesson and your classmate starts to talk,
what would you do?

2. Scenario: In Mrs. Jordan's class, if a student calls you dumb, what would you
do?

3 . Scenario: If Mrs. Jordan was talking to an adult and you wanted to ask a
question, what would you do?

4. Scenario: In Mrs. Jordan's class, if a student hit you, what would you do?
5. Scenario: In Mrs. Jordan's class, if one of your classmates was in author's chair

and your friends started to say bad things about the presentation, what would you
do?

6. Scenario: In Mrs. Jordan's class, if your best friend were laughing at another
student's clothes, what would you do?

7.

Scenario: In Mrs. Jordan's class, if a student accidentally knocks you down and
doesn't say they are sorry, what would you do?

8 . Scenario: In Mrs. Jordan's class, if a classmate doesn't understand the work, and
you think it is easy, what would you do?

37

Appendix C
Classroom Discipline Contract

Dear Parent,
I am delighted that
is in my cls this year. With your
encouragement, your child will be a part of many exciting and rewarding experiences this
year.
Since lifelong success depends in part on learning to make responsible choices, I have

developed a classroom discipline contract that affords every student guidance in making
good decisions about their behavior and thus an opportunity to learn in a positive;
nurturing classroom environment. Your child deserves the most positive educational
climate possible for growth, and I know that together we will make a difference in this
process. Below is an outline of our classroom discipline plan.
Rules:

1.

Respect other at all times.

2.

Keep hands, feet, and objects to yourself.

3.

Follow directions.

4.

No swearing or teasing.

To encourage students to follow these classroom rules, I will recognize and support
appropriate behavior, as well as send "good news" notes home and make positive phone

calls home. However, if a student chooses

to break a

rule, the following steps will be

taken:
First time a student breaks a rule:

Reminder

Second time:

5 minutes working away from group

Third time:

1 0 minutes working away from group

Fourth time:

Call parents

Fifth time:

Send student to the Think Tank

Be assured that my goal is to work with your to ensure the success of your child this year.
Please read this classroom discipline contract with your child, then sign and return form

below. (L. & M. Canter 200 1)

Sincerely,

----------

I have read the discipline contract and have discussed it with my child.
Parent/Guardian Signature

Date

Student Signature:

Date

Comments:

------

-------

_
_
_
_
_
_
__
_
__
_
_
_
_
__
__
_
__
__
_
__
_
_
__
_
_
__

38

Appendix. D.
Teacher Observation Question
1 . Were students attentive when the teacher was conducting a lesson?

2. Did the students ignore name...calling?

3.

Were students quiet when the teacher was on the telephone?

4. Did students react violently when hit by another student?

5. Were students actively listening when a classmate was speaking?

6. Did students participate when their peers began to talk negatively concerning

other students?

7. Did students exaggerate when another student accidentally hit him/her?

8. Were students helpful when a classmate didn't understand the lesson?

39

Appendix E
THINK TANK FORM
School Name
ADDRESS
TELEPHONE

STUDENT

DATE

GRADE

DATE OF INCIDENT

TEACHER

TIME OF INCIDENT

NOTICE TO PARENTS
The purpose of this repqrt is to inform_y_ou of a disciplinary incident involving the student.

REAS()N (s):

0 FAILURE TO OBSERVE SCHOOL RULES

o ANNOYING TO CLASSMATES

0 RESTLESS/INATTENTIVE

0 DESTRUCTIVE TO SCHOOL PROPERTY

0 HfTTING ANOTHER STUDENT

0 EXCESSIVE TALKING

0 RUNNING IN THE CLASSROOM

D RUDE/DISCOURTEOUS

o LATE TO CLASS

0 DISRESPECTFUL TO ADUl,.ts

o OTHER

ACnON AND RECOMMENDAnON (S):

o HELD CONFERENCE w/STUDENT

0 CHANGED STUDENTS SEAT 0 REMOVED STUDENT FROM CLASSROOM

0 DETAINED STUDENT FROM FIELD TRIP o TELEPHONED PARENT

If a

0 PARENT CONFERENCE REQUESTED

({) is entered in this box, Parent please sign & return

40

Appendix F

REFERRAL FORM
School Name
ADDRESS
TELEPHONE

1.
2.

STUDENT

DATE

GRADE

DATE OF INCIDENT

TEACHER

TIME OF INCIDENT

NOTICE TO PARENTS
The purpose of this notice i s to infonn you of a disciplinary incident involving the student.
Please note the action taken by the teacher and the corrective action initiated today.

REASON (s):

0 FAILURE TO OBSERVE SCHOOL RULES

0 ANNOYING TO CLASSMATES

o RESTLES8nNATTENT1VE

o DESTRUCTIVE TO SCHOOL PROPERTY

0 ASSAULT

0 EXCESSIVE TALKING

0 RUDSCOURTEOUS

0 RUNNING IN THE CLASSROOM

o LEFT GROUNDS WITHOUT PERMISSION

0 OTHER

0 DISRESPECTFUL TO ADULTS

ACTION AND RECOMMENDATION (S):

0 HELD CONFERENCE w/STUDENT

0 CHANGED STUDENTS SEAT 0 REQVED STUDENT FROM CLASSROOM

0 DETAINED STUDENT FROM FIELD TRIP 0 TELEPHONED PARENT

If a

(V) is entered in this box,

Parent please sign & return

41

0 PARENT CONFERENCE REQUESTED

Appendix G
SUSPENSION FORM
School Name
ADDRESS
TELEPHONE

. STUDENT

DATE

GRADE

DATE OF INCIDENT

TEACHER

TIME OF INCIDENT

LOCATION

The purpose of this notice is to inform you of a disciplinary incident involving the student.
REASON (s) FOR SUSPENSION:

Previous incidents involving the student:

Corrective Efforts Prior to Suspension:
Date:

Teacher's Signature:

ADMINISTRATIVE ACTION TAKEN:

Date:

Administralille Signatum:

42

Appendix H
To: Institutional Review Board
SUNY Brockport
I have read and approve the research study entitled, "How does assertive discipline effect
social relationships in the classroom?" by Kimkena Obey-Jordan and give consent for the
study to be conducted at Rochester City School Number 6.

Date

Signature

Title of person signing

43

Appendix I

Dear Student,
As part of my research project for my master's program at SUNY College at
Brockport this year, I will be observing your social skills before and after you entered my
class. You will be given a survey of questions pertaining to specific social skills before
you entered my class to the present. The data will be collected and information will be
noted. The survey is an attempt to see if your social skills have improved or not.
The survey will be given and collected by another staff member as I leave the
class. The survey will be given to me a sealed envelope. The survey will be completely
anonymous. Your name will not be revealed from the data. The object of making it
anonymous is to get your true feelings.
I am asking your permission to participate in this study. If you agree to
participate in this study, please sign and return the form below. I am very appreciative of
your support.
My contact infonnation, as well as my advisor's contact information, is included
below if you would like to discuss more detail of the study.
Mrs. Kimk:ena Obey-Jordan

Dr. Betsy Balzano

SUNY Brockport College

Dag Hamarskjold School #6

Phone: (585) 546-7780 ext. 2050

(5 85) 395-5549

----------------------------------------------------------------------------------------------------------

I have read this letter and I agree to be included in Mrs. Jordan's research on Assertive
Discipline effecting social relationships.

Student Signature

Date

44

Appendix J
Dear Parent or Guardian,
As part of my research project for my master's program at SUNY College at
Brockport this year; I will be observing student social skills based on my classroom
management style, Assertive Discipline. Students will be given a survey of questions
pertaining to specific social skills before they entered my class to the present. The survey
will be administered and collected by another staff member. The data will be collected
and information will be used to compare social skills this year to last year's student
records. The survey is an attempt to see if student's social skills improved or not since
they have been in my class.
Another staff member will administer the survey as I leave the room. The staff
member will collect the surveys and place them in a sealed envelope. The results will be
given to me. The survey will be completely anonymous. No child's name will be
revealed from the data. The object of making it anonymous is to get the child's true
feelings.
I am asking your permission to use your child answers to conduct this study. If
you agree to let your child participate in this study, please sign and return the form below.
I am very appreciative of your support.
My contact information, as well as my advisor's contact information, is included
below if you would like to discuss more detail of the study.
Dr. Betsy Balzano

Mrs Kimkena Obey-Jordan

Dag Hamarskjold School #6
Phone: (585) 546-7780 ext. 2050
.

SUNY Brockport College

(585) 395-5549

I have read this letter and I agree to let my child's work be included in Mrs Jordan's
research on Assertive Discipline effecting social skills.
.

Date

Parent/Guardian Signature

45